64 courses with the subject HIS, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
HIS 101Civilization to 17154
A study of the development of civilization with emphasis on ancient, medieval, and early modern societies. The course includes political, economic, socio-cultural, and religious perspectives on major historical personalities and events. Meets Humanity and Culture Intellectual Perspective requirement (HC).
A study of civilization from the death of Louis XIV to the present. The course emphasizes the political and cultural developments of Western society, including the influences of rationalism, industrialism, and nationalism. Meets Humanity and Culture Intellectual Perspective requirement (HC).
This course covers the birth of America in Europe, and traces the development of a new society based on the encounter of Native American Indians, European-American settlers, and African-Americans. The course includes a detailed examination of the American Revolution, the creation of a new nation under the Constitution, westward expansion, Jacksonian democracy, sectionalism, slavery, economic development, changes in family and women’s roles, Romanticism, religion, reform, and the Civil War. The interplay of economic development, demographics, and social structure are highlighted. This course seeks to put U.S. history within a global context, while also exposing students to historiographical questions in an introductory fashion. Meets Humanity and Culture Intellectual Perspective requirement (HC).
A survey of American history from the end of the Civil War until the present. Major topics include Reconstruction, immigration, urbanization and the rise of large-scale industry, World War I, the Great Depression, World War II, the Cold War, and de-industrialization. Major themes include the changing role of women; the changing place of African Americans in United States society; the interplay of economic development, demographics, and social structure; and the role of the United States in the world. This course seeks to put United States history within a global context, while also exposing students to historiographical questions in an introductory fashion. Meets Humanity and Culture Intellectual Perspective requirement (HC).
This course is an introduction to U.S. history using the lens of Pennsylvania. It will introduce some of the people, ideas, and developments that characterize the history of the United States, highlighting and concentrating on developments in the Keystone State. Students will have the opportunity to gain an introductory understanding of the social, political, economic, and cultural developments that have characterized the United States from its colonial roots through the present.
Studying the past matters. This course makes that case by introducing students to basic historical research and methods. It will address the relevance of learning about the past by examining history that provides insight into current events. Students will find references to history in recent news sources, research the histories, and use their research to contextualize the news.
This course will focus on the encounter and conflict between the Native American people who inhabited the Americas and the Europeans and then Americans who challenged them for the land. It will address the nature and history of a frontier that has moved and changed continuously since 1492. The course will also investigate the way the physical environment was transformed by the Europeans and Americans, and how the cultures of both were influenced by the other. Courses will include historical narratives, original documents, literature and film.
This class will serve as an introduction to the field of Native American and Indigenous Studies. Students will read, watch, listen to, and discuss observations and opinions put forth by Indigenous thinkers from across history and around the world. The main emphasis of the class will be on understanding contemporary American Indian nations alongside understanding their histories. The majority of the people and places covered will be from North America, but many examples from other continents will also be discussed for comparative purposes.
Environmental history is the study of both the ways humans have impacted their environments and the ways in which participating in larger ecologies and being situated in particular geographies have shaped human cultures over time. This course centers its inquiry into environmental history on the area that is currently the United States, but examples from other parts of the world and from many time periods and cultures will the focus of different class periods. This course pays special attention to human-plant and indigenous-settler interactions in the history of both Western Pennsylvania and the North American continent.
Students in this course will engage with the theory and methods of public history. Through case studies, readings, discussions, and group projects, we will analyze the philosophy and practice of museums, collections, archives, memorials, parks, historic homes, and more. We will also meet practitioners in the field and practice preparing resumes and answering interview questions. This course pairs with HIS 497 to provide a both theoretical and practical introduction to public history.
A survey course beginning with the African background and tracing African-American history to the present. Emphasis is placed on understanding the development of an African-American culture through the words and experiences of contemporaries. Meets Humanity and Culture Intellectual Perspective requirement (HC).
HIS 225From Elvis to Watergate: American History 1945-19744
This course will focus on the politics and culture of America from the end of 1945 to the resignation of Richard M. Nixon. Through lectures, reading, discussion, research, and presentations, students will explore this fascinating period. Special topics will include the Civil Rights movement, the war in Vietnam, campus unrest, the various liberation movements, and the many other significant transformations of the period. Meets Humanity and Culture Intellectual Perspective requirement (HC).
A study of the causes, conduct, and consequences of the American Civil War (1861-1865), over a broad range of time, 1820-1898. Students will trace changes in the military, cultural, geographic, social, and technological conditions over the time period. Students will also study changes in US memory and memorialization of the war over time to get a since of its lasting impact of American identity.
This course explores the American Revolution and the creation of the American republic in the context of global conflict and change in the period from 1754-1791. Students will examine the contested meaning of “liberty” during the American Revolution and analyze the causes and consequences of independence for diverse American populations, including Native Americans.
An introductory level history course that seeks to provide, for students of all majors, the opportunity to study the nature, course and impact of disease on and in the history of the United States. Attention also will be given to the shifting definitions and perceptions of disease. The majority of the semester will address the history of disease chronologically from colonial settlement through the present. The final weeks of the class will be devoted to the study of particular disease histories as detailed case studies of previously identified patterns. Meets Humanity and Culture Intellectual Perspective requirement (HC).
HIS 229History of the United States and the World4
An examination of the nature of American foreign policy from the Revolution to the present with emphasis on the rise of the United States as a world power. What influence did individual policy makers, domestic events, and perceptions about foreign cultures have on diplomacy? Meets Social Thought and Tradition Intellectual Perspective requirement (ST).
A study of the political and cultural history of ancient Greece to the end of the Hellenistic age. Meets Humanity and Culture Intellectual Perspective requirement (HC).
A study of Roman political and cultural history to 565 A.D. Special attention is given to the development of Roman political, social, and religious institutions. Meets Humanity and Culture Intellectual Perspective requirement (HC).
An examination of the history of the Christian Church within the environment of the Roman Empire during the first five centuries of its existence, and of the interaction of the Church with that environment in its political, socioeconomic, religious, and cultural aspects. Meets Religious and Philosophical Thought Intellectual Perspective requirement (RP).
A socio-cultural examination of the development of early European society. Beginning with a basic definition of medieval society, the course emphasizes the emergence of feudalism, the middle classes, urban centers, and the earliest forms of the nation-state. Meets Humanity and Culture Intellectual Perspective requirement (HC).
A study of the emergence of modern European civilization. Beginning with a review of early European society and institutions, then traces their replacements by the national state, capitalism, and the reformed churches. Meets Humanity and Culture Intellectual Perspective requirement (HC).
This period in European history witnesses the radical changes in politics, thought, society, and warfare. Special emphasis is given to absolutism, enlightenment, the French Revolution, Napoleon, the rise of the middle class, and the importance of science and technology. Meets Social Thought and Tradition Intellectual Perspective requirement (ST).
A study of the transition from medieval to modern forms of political and economic life from circa 1485-1714. Meets Humanity and Culture Intellectual Perspective requirement (HC).
A study of the emergence of modern England, with emphasis on the development of political democracy, the rise and fall of the British Empire, and the social and cultural history of the Victorian Age.
A study of the political, social, economic, and diplomatic background of Europe from the Napoleonic Era to the close of the century. Meets Humanity and Culture Intellectual Perspective requirement (HC).
A study of the political, economic, and cultural development of Europe from the opening of the century to the present. Meets Humanity and Culture Intellectual Perspective requirement (HC).
A study of the political, economic, and cultural development of Russia from the earliest times to 1860. Meets Humanity and Culture Intellectual Perspective requirement (HC).
A study of the late Imperial structure and an analysis of the origin, development, and character of the Soviet state and society. Particular attention will be paid to the post-Soviet period (since the collapse of the USSR in 1991). Meets Humanity and Culture Intellectual Perspective requirement (HC).
An introduction to the Eastern Orthodox tradition, with particular attention to how it evolved and was celebrated in Russia. Students will explore the dogmas, liturgy, iconography, and history of the Orthodox Church, and attention will be paid to the relationship between the Church and the State, particularly under communism. Attention will also be given to a comparison of Orthodoxy with Western Christian faiths. Meets Religious and Philosophical Thought Intellectual Perspective requirement (RP).
A study of the civilization and institutions of China from the earliest times to the present, with special attention to revolutionary change in 20th century China. Meets Social Thought and Tradition Intellectual Perspective requirement (ST).
A survey of the cultural, political, social, and economic history of Japan from the earliest times to the present. Particular attention will be paid to the period since the Meiji Revolution. Topics will include: the Shogunate and the imperial system; Buddhism and Shintoism; Japanese militarism; and Japan as a modern economic power. Meets Social Thought and Tradition Intellectual Perspective requirement (ST).
A study of Latin America from its indigenous beginnings, through the colonial period, to the conclusion of the wars for independence. The influences of the indigenous and Iberian cultures on the development of the region are compared. Meets Humanity and Culture Intellectual Perspective requirement (HC).
A study of Latin America from 1825 to the present with emphasis upon its political, cultural, and economic importance in world affairs. Meets Humanity and Culture Intellectual Perspective requirement (HC).
A survey of African history from the earliest times until 1800. The course examines major political, economic and cultural developments across the continent, including human origins, the great civilizations of the first millennium, and the slave trade. Meets Humanity and Culture Intellectual Perspective requirement (HC).
A survey of African history from 1800 to the 21st century. The course traces the major political, economic, and cultural developments on the continent, including European imperialism, African independence, and Africa in the age of globalization. Meets Humanity and Culture Intellectual Perspective requirement (HC).
This course will focus on the politics and culture of America from the election of John F. Kennedy to the resignation of Richard M. Nixon. Through reading, discussion, research, and presentations, students will explore this fascinating period. Special topics will include the Civil Rights movement, the war in Vietnam, campus unrest, the various liberation movements, and the many other significant transformations of the period.
HIS 305Marriage, Family, and Sexuality in History4
A study of family over time, using legal, cultural, and socio-historical resources. Students will examine the historical roots of current social controversies, including abortion, divorce, child-rearing, family structures, and women’s roles in society. Meets Social Thought and Tradition Intellectual Perspective requirement (ST).
This course examines the role dynasties have played in the development of the modern nation-state. To accomplish this objective, students will examine not only institutions such as the royal court, but also will look at the family structure and anthropology of dynasties. The interplay between the private and the public roles of monarchical rulers is the central concern of this course, which will focus in particular on Russia, the Habsburg Empire, France and Britain. Meets Social Thought and Tradition Intellectual Perspective requirement (ST).
The second half of the 20th century was dominated by the rivalry of the United States with the Soviet Union. This course will research such questions as the following: How did this almost deadly confrontation start? How and why did it end? Where were the “hot spots” of the cold war, and why were they there? The course will also look at the domestic impact of the American-Soviet confrontation and explore such questions as how anti-communism affected American culture, Americans’ view of themselves, and America’s identity.
HIS 309History of American Institutional Care and Control4
As with most societies, Americans, since our earliest beginnings, have “put people away.” This course will examine both the changing understanding of why people should be institutionalized and the nature, structure, and operations of such institutions. Meets Social Thought and Tradition Intellectual Perspective requirement (ST).
Slavery is one of the most heavily studied subjects in U.S. history. This course will review the extensive historiography of slavery in the western hemisphere with particular emphasis on the demographics, economics, and social repercussions of “the peculiar institution.” Slavery’s changing nature, from both sides of bondage, will be examined and compared with bound labor in other temporal and geographic settings. Meets Social Thought and Tradition Intellectual Perspective requirement (ST).
This course will explore the question of how South Africans can negotiate their past, which was marked by racial inequality and injustice, and form a new non-racial, democratic nation. To answer this question, the interactions of race, class, gender, and culture in South Africa from the 17th century to the present will be examined. Primary documents, films, music, and literature will help to illuminate the interplay between history and memory in South Africa.
This course explores, on a rotating basis, advanced themes in history (e.g., nationalism, war and other types of conflict, religion and society, etc.) through the viewing and study of films on historical subjects. The focus of the course is on both the cinematography of the films (i.e., the art and craft of filmmaking) and on matters of the historical accuracy and the historical context of the films. It is strongly recommended that students who are not history majors or minors take HIS 101 or HIS 102 before taking this course.
This course seeks to provide advanced students of history the opportunity to study the nature, course, and impact of diseases on and in the history of the United States. Attention will also be given to the definition and perception of disease and change over time in both. After reviewing the history of disease across the whole of U.S. history, the course will examine the nature, course, and impact of a series of particular diseases in substantial depth along with the historiography of those diseases.
HIS 316Belief and Power in United States Religious History4
This course on American religious history examines the changing nature of the religious landscape in the United States from the colonial period to the present. Students will critically analyze primary and secondary sources to study the religious history of the United States, including the key themes of the diversity of religious experience in a pluralistic country, the relationship between religion and the state, and the interplay of belief and power.
Students in this course will examine the myriad ways that women and men have argued, organized, and demonstrated for women’s rights in the United States from the Revolutionary War to the #MeToo Movement. The course will cover racially, socio-economically, and religiously diverse groups as well as the divisions within women’s social movements. Students will also study and discuss historiographical developments that include the debate over the wave metaphor and the emergence of women’s and gender history.
Students in this course will engage with the theory and methods of public history. Through case studies, readings, and seminar-style discussions, we will analyze the philosophy and practice of museums and historic homes, the digital humanities, “activist” public humanities, and public parks and memorials. By the end of the semester, the class will have contributed to a substantial section of a digital history exhibition about the history of Westminster College. Overall, we will address the questions: what is public history and who, exactly, is the public?
An introduction to the research methods of the historian. This course will examine the nature and use of historical sources (primary and secondary), develop mastery of presentation and reference conventions, and introduce public history. Although the emphasis is on skills the course is topical, examining the history of a selected period, event, or culture. Students will complete an individual research project related to the course topic. Required of history majors (normally taken in the sophomore year), but open also to interested history minors.
This course will expose students to classic works of history and introduce various schools of thought (e.g., Marxist, structuralist, annalistic, economic, feminist/gender) that characterize modern historical knowledge. Required of history majors (normally taken in the junior year).
C- or better in HIS 101 , HIS 102 , and HIS 410 or permission of instructor.
HIS 450Teaching Social Studies in Secondary Schools2
This course is meant to help majors preparing to teach social studies in middle and high schools better integrate the knowledge and skills that they have acquired in their courses with the tools and concepts they have learned in their education classes. Students will consider national and state standards, curriculum development, and teaching and assessment strategies relevant to teaching social studies. Pedagogical, theoretical, and practical themes will be discussed.
This course adds a practical component to HIS 217: Introduction to Public History through hands-on work in archives, collections, and galleries on Westminster’s campus and/or with other nearby organizations. Students will also conduct oral history interviews, present about their gallery display constructions, and practice answering questions in a structured job interview. Throughout the process, students will learn a deeper appreciation for Westminster’s own history and its on-campus resources.
permission of the instructor and the department chair.
HIS 601Capstone I2
The first course in the capstone sequence for history majors, this course will guide students in selecting topics, developing research questions, establishing methodological approaches and research plans, crafting bibliographies, and considering the historiographical context of their topics. This course is required of senior history majors who are not enrolled in the All-College Honors Program.
C- or better in HIS 101 , HIS 102 , HIS 410 , and HIS 420 or permission of instructor.
HIS 602Capstone II2
The second course in the capstone sequence for history majors, this course will guide students in completing original historical research on a topic selected in HIS 601 . Students will use primary and secondary sources to write a final capstone paper. This course is required of senior history majors who are not enrolled in the All-College Honors Program.
